GOOGLE DOCS IN GOOGLE DRIVE FOR

COLLABORATIVE REFLECTIVE

WRITINGMelanie Alperstein, FHS, EDU, UCT

“The transformative act of reflection- the implicit becomes explicit and new habits of mind develop” (Walt and Reis, 2010: 746).

In Collaboration.........

BACKGROUND Post Graduate Diploma in Health

Professional Education (PG Dip HPE). blended learning programme with short

face to face block periods adult learners, busy clinicians the

majority with many years teaching experience.

INTENDED OUTCOME(S) Staff identify user friendly tool process to encourage and excite busy

clinicians reflect critically on teaching, learning and assessment

Students use the tool and process to share

reflections on shared reflection in a community of

practice, teach their students

THE CHALLENGE Compounding discourses and language Clinician – educator identities Reflective and academic writing Reflection is used in different ways, in

various contexts and the interpretation of its meaning differs

struggle with e-learning initially.

ESTABLISHED PRACTICE reflective writing is non-collaborative

the control of the type of feedback given and the development of reflective writing remains in the control of the course convener (Rowe, Bozalek and Frantz, 2013. In press for BJET)

Missed opportunity for collaborative learning

IMPACT/AFFORDANCES OF EMERGING TECHNOLOGIES Google Docs/Google Drive vs blogs and

track changes Easy – feedback clear/ not messy Target feedback on specific section of

document Small groups, less intimidation Google Drive multiple features

KEY POINTS FOR EFFECTIVE PRACTICE Buy-in forthe concept of collaborative

learning through using critical friends (Bozalek and Mathews, 2009)

Start with small groups sharing. Whatever tool is used, it must be easy

to use (free) and there should be training if needed

Expect resistance from students and staff initially – need staff buy in

E- tool must enhance learning ‘task’ Staff must be familiar with and support

the technology

CONCLUSIONS AND RECOMMENDATIONS Google Drive – small groups will be less

threatening for participants to reflect on their

Participants will be drawing on their real life experiences.

Freedom to chose what aspects they wish to reflect on, making it an authentic learning teaching, learning and assessment practices

Trial with staff before implementing

DESCRIPTION OF TOOL Google Drive – multiple features – free

up to 5G storage – easy to download Collaborative working space Docs, spreadsheets, presentations,

drawing and forms for surveys, online assessment

Document versions, highlighting, editing – it goes on

Access wherever you are

ADDITIONAL INFORMATION Hope to pilot with 3 part time students

next semester Work in progress Contact: melani.alp@gmail.com

REFERENCES Bozalek, V, and Mathews, L. (2009). E-Learning: A cross-institutional forum for sharing

socio-cultural influences on personal and professional identity. International Social Work; 52, 235-246. DOI:10.1177/0020872808099733. Online version available at: http://isw.sagepub.com/cgi/content/abstract/52/2/235.

 Brodahl, C. Hadjrrrouit, S. and Hansen, N.K. (2011). Collaborative writing with Web 2.0 Technologies: Education Students’ perceptions. Journal of  Information Technology Education: Innovations in Practice, 10, 73 - 103.

Donaghy, M. & and Morss, K.  (2000). Guided reflection: A framework to facilitate and assess reflective practice within the discipline of physiotherapy. Physiotherapy Theory and Practice, 16, 3 -14.

Hatton, N. and Smith, D. (1995).  Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33-49.

Hernández- Ramos, P. (2004). Web logs and Online Discussions as Tools to Promote Reflective Practice. The Journal of Interactive Online Learning 3(1), 1-16.

Kember, D, McKay, J, Sinclair, K, and Wong, F. (2008). A four-category scheme for coding and assessing the level of reflection in written work. Assessment and Evaluation in Higher Education, 33(4), 369-379.

Rowe, M, Bozalek, V and Frantz, J. (2013 In Press for BJET) Using Google Drive to facilitate a blended approach to authentic learning.

Wald, HS. and Reis, SP. (2010) beyond the Margins: Reflective Writing and Development of Reflective Capacity, Medical Education. J Gen Intern Med 25 (7), 746- 749.

Wheeler, S. (2009). Learning Space Mashups: Combining Web 2.0 Tools to Create Collaborative and Reflective Learning Spaces. Future Internet 1, 3-13; doi:10.3390/fi1010003.